FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 1

APPLIED RESEARCH PROPOSAL

FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING

OF CHILDREN WITH VISUAL IMPAIRMENT

TABLE OF CONTENTS

Introduction ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3

Review of Related Literature and Studies ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 4

Conceptual Framework ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6

Research Questions ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6

Hypothesis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7

Significance of the Study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 8

Scope and Limitations ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙

Method ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10

Type of Research ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10

Respondents and Sampling Method ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10

Sources of Data ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10

Instruments ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 11

Data Collection Procedures and Ethical Considerations ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 11

Data Analysis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13

Intervention (Plan of Action) ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13

Cost Estimates ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15

Plan for Dissemination and Advocacy ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15

FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 2

REFERENCE ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16

INTRODUCTION

Literacy skills enhance our opportunities in life. This is no less true for individuals who

are blind and fluent in braille. Those who attain proficiency in braille enjoy greater

independence, success, and personal well-being. Unfortunately, braille readers are at increased

risk of reading failure and its devastating consequences due to struggles with developing reading

fluency—the ability to read with speed, accuracy, and proper expression. When readers are

fluent, they can concentrate less on decoding individual words and focus more on

comprehending the text.

For individuals who are blind or visually impaired, the value of literacy skills is as

significant as it is for those without visual impairments. It has been suggested that children with

visual impairments who learn braille have an advantage compared to those who rely solely on

print. Ryles (1996) found that children with visual impairments who learned braille were more

likely to be employed and obtain a college degree than those who did not learn braille. Moreover,

the braille readers in Ryles’ study exhibited stronger reading habits, including spending more

hours per week reading, reading more books, and subscribing to more magazines. This

phenomenon mirrors the positive effects of literacy skills demonstrated for sighted readers.

Higher levels of literacy are associated with better employment outcomes for both braille and

print readers (Koenig & Holbrook, 2000; Kutner et al., 2007; Ryles, 1996; Wolffe & Kelly,
FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 3

2011). In addition, reading proficiency contributes to the emotional well-being of students with

visual impairments (Ferrell, Mason, Young, & Cooney, 2006). Braille literacy is associated with

higher levels of independence, confidence, and self-esteem (National Federation of the Blind

Jernigan Institute, 2009;).

This article explores the importance of reading fluency and its relationship to

comprehension for braille readers. We describe how evidenced-based strategies shown to

enhance fluency for print readers can be adapted to improve braille reading fluency. In addition,

the value of early and consistent braille instruction provided by a Teacher of the Visually

Impaired is discussed and recommendations for families are offered.

REVIEW OF RELATED LITERATURE AND STUDIES

Children with significant vision loss and blindness are at an increased risk of literacy

problems relating to reading speed and accuracy (Coppins & Barlow-Brown, 2006; Steinman,

LeJeune, & Kimbrough, 2006). Many of these students read below grade level, with delays

similar to those of struggling readers who are sighted (Dodd & Conn, 2000; Gillon & Young,

2002). Further, significant delays in text comprehension parallel the slower rate of reading

development exhibited by braille readers (Edmonds & Pring, 2006; Wall Emerson, Holbrook, &

D’Andrea, 2009). The poor reading achievement of students with visual impairments and the

life-long consequences of low literacy make it imperative that Teachers of the Visually Impaired

(TVIs) use braille teaching practices that have a demonstrated record of success.

New technologies are changing the way individuals with visual impairments access and

share information, but braille remains a fundamental tool for independence in the 21st Century.
FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 4

Audio devices are useful sources of information; however, for individuals with profound or total

loss of sight, braille alone offers complete command of written language. Given the relationship

between low literacy, school failure, and poor adult outcomes, identifying the most effective

methods of braille reading instruction is critical.

Many braille readers can read words accurately but do so at very slow rates (Wetzel &

Knowlton, 2000). These students have not yet developed fluency, which is a strong predictor of

comprehension for sighted readers (Fuchs, Fuchs, Hosp, & Jenkins, 2001; Jenkins, Fuchs, van

den Broek, Espin, & Deno, 2003; Klauda & Guthrie, 2008; Wolf & Katzir-Cohen, 2001). The

National Reading Panel defines fluency as reading text with “speed, accuracy and proper

expression” (National Institute of Child Health and Human Development [NICHD], 2000, p. 3).

Students are observed to read fluently when their oral reading sounds like conversational speech

(Hudson, Lane, & Pullen, 2005). Although there are a variety of reasons braille readers may have

difficulty achieving reading comprehension commensurate with their sighted peers, print-based

reading research has consistently linked dysfluency with poor reading outcomes (Chard, Vaughn,

& Tyler, 2002; Fuchs et al., 2001). When readers are not able to decode words fluently, they may

not be able to process the meaning of the text adequately. Recent research offers emerging

evidence that practices shown to increase fluency for print readers may offer benefits for users of

braille, improving their reading achievement and, ultimately, their long-term academic success

(Munro & Munro, 2013; Pattillo, Heller, & Smith, 2004; Savaiano & Hatton, 2013).

Today, most literacy educators believe fluency is essential to successful reading

development (e.g., Rasinski, Blachowicz, & Lems, 2006; Samuels, 2006). Furthermore,

significant correlations between reading fluency and a host of other positive reading outcomes

have also been shown. For example, Oakley (2005) found that fluent readers tend to enjoy
FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 5

reading more, have more positive attitudes toward reading and a more positive concept of

themselves as readers than do less fluent readers.

The correlation between fluency and reading comprehension is robust and well

documented (Fuchs et al., 2001; Pikulski & Chard, 2005). However, the precise nature of the

relationship between fluency and comprehension is far from understood (Pikulski & Chard,

2005).

CONCEPTUAL FRAMEWORK

Profile of respondents in Braille Fluency Development

terms of age, gender and ◘ Oral Reading Procedures
interests ◘ Shared Reading of Text
◘ Language Experience Approach
◘ Research-Based Print Reading
Program
◘ Repeated Reading

Improvement in Braille
Fluency of Children with
Visual Impairment

STATEMENT OF THE PROBLEM

Identifying the most effective instructional factors and intervention strategies for

enhancing braille reading fluency is important for several reasons. Many children with visual

impairments demonstrate poor fluency with correspondingly low levels of comprehension skill

(Corn, et al., 2002). Without appropriate interventions, young struggling braille readers may

develop chronic problems with reading fluency which, in turn, may discourage these children

from reading because it is laborious, resulting in reduced reading practice and a cycle of ongoing
FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 6

underachievement (Barlow-Brown & Connelly, 2002; Forster, 2009). Given the relationship

between reading difficulties and fluency, TVIs need effective practices that will support the

braille user’s development of reading fluency. Several factors identified in the literature appear

to benefit braille readers as they develop fluency. Among these are: the use of evidence-based

practices adapted from print literacy instruction (Pattillo et al, 2004; Savaiano & Hatton, 2013);

the importance of early intervention and daily instruction in braille reading (Koenig & Holbrook,

2000; Wall Emerson, Holbrook, & D’Andrea, 2009; Wormsley, 2004); and the critical need for

trained TVIs to deliver literacy instruction (Bickford & Falco, 2012; Day et al, 2008).

Thus, this study will answer the following research questions:

Q1) Does providing different strategies have significant effect on the Braille fluency of

the students?

Q2) How does different strategies affect the behavior of students towards reading?

HYPOTHESIS

The class will be exposed to different strategies in teaching social skills in the hopes of

improving their social skills. The study postulates five hypotheses to be tested:

H1: If the teacher provides different strategies in reading Braille, then students’ Braille

fluency will improve.

H2: By providing oral reading procedures, students will have a big significant effect on

their oral and reading comprehension.

H3: By providing shared reading of text and language experience approach, students tend

to interact with others and become communicative

FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 7

H4: By providing Research-Based Print Reading Program, students’ literacy skills will

be improved.

H5: By conducting repeated reading, students tend understand and become more fluent in

reading Braille.

SIGNIFICANCE OF STUDY

Our definition of fluency is based on that proposed by the National Reading Panel for

print readers and combines accuracy, rate, and oral reading prosody, which taken together

facilitate a reader’s comprehension of text. Characterized by quick and effortless reading,

fluency is complex and multifaceted, requiring accurate reading of connected text at a

conversational rate with appropriate expression, or prosody. As such, oral reading fluency

performance is frequently used as a proxy for overall reading competence in print readers,

promoted as the “single best indicator of reading proficiency” (Daly, Chafouleas, & Skinner,

2005, p. 10). Oral reading fluency has been conceptualized in a similar way for braille readers.

An easily observable measure of reading ability, oral reading speed and accuracy are frequently

reported outcome measures in braille reading intervention studies (e.g., Bickford & Falco, 2012;

Day, McDonnell, & O’Neill, 2008; Pattillo et al., 2004).

Fluency is a goal for all beginning readers, whether they read print or braille. Several

variables can influence a student’s fluent reading of a given text: the proportion of words read

correctly, the speed at which words are decoded, as well as the student’s comprehension and

vocabulary knowledge. The braille code adds an extra layer of complexity to the reading process.

As such, some braille readers may take longer to achieve fluency than readers of print. However,

research suggests that this gap is temporary and, given appropriate instruction, children who read
FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 8

braille can become fluent (Wall Emerson, Holbrook, & D’Andrea, 2009). It is essential that

teachers maintain high expectations for their braille students.

SCOPE AND LIMITATIONS

This study will be conducted to determine the Braille fluency of children with visual

impairment being provided with different strategies in as perceived by the teachers and students

in science classes during the school year 2017-2018. The aspects looked into were the

qualifications of teachers, their methods and strategies, facilities forms of supervisory assistance,

problems and proposed solutions to problems.

Although this research will prove that different strategies in reading Braille can improve

students’ Braille fluency, not on every aspects of proficiency at learning

In order to become productive and efficient, the number of the subject will be restricted

to one class and also the extension of the experiment will be limited to one term. The students’

social classes as well as the teachers’ age, gender, and social class will be certainly disregarded.

The participants will be chosen from amongst the male and female children with visual

impairment who are improving their proficiency in learning at And to reduce the subject anxiety

during the hands-on activities, the examiner will be the students’ own teacher.

METHOD
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TYPE OF RESEARCH

To provide conclusions and interpretations, the researcher will collect qualitative data

based on the respondents’ behavior towards learning and reading. The quality of reading will be

identified whether it improved or not before during and after the interventions and strategies will

be conducted.

The results will be then analyze and provide analysis on each of the strategies use and

distinguish the strategy who affects most the students on their Braille reading skills.

RESPONDENTS AND SAMPLING METHOD

This study concerns the whole class of children with visual impairment in. The teacher

will identify his/her students’ interests. This will help create required competencies needed to be

improve in order to prepare interventions.

SOURCE OF DATA

This research will provide quantitative data in order to find out whether there is

significant changes prior to the involvement of the interventions provided. In order for this

research to be relevant, there are sources of data needed.

In this research, there will be a conduction of tests in finding their fluency in braille after

providing the fluency development strategies. Also, there will be observations on their academic

achievement, attitude and morality which affect their social being.

INSTRUMENTS
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Instruments may vary depending on the interventions the researcher wants to put action

to. Real objects will be used in conducting lessons for tangible things are sensible and can be

identified by the students. Braille is a tactile writing system used by people who are blind or

visually impaired. The use of Braille will be the key function of the research for which the

students comprehension and literacy skills towards Braille will be observed and hope to be

improve.

Audio using CDs and MP3 files will be use as intervention in storytelling and become an

alternative way in conducting games and challenges.

DATA COLLECTION PROCEDURE AND ETHICAL CONSIDERATIONS

Whether the same is true for readers of braille is not as clear, though preliminary

indications and anecdotal evidence would suggest the consequences for dysfluent braille readers

are similar (Coppins & Barlow-Brown, 2006). We know that for most readers of print, fluency

develops gradually over time and through extensive reading practice (NICHD, 2000).

What can be done to help braille readers become fluent readers? The simple answer

would seem to be to give them more practice. Integrated fluency instruction as described by Day

et al. (2008) and Wall Emerson, Holbrook, and D’Andrea (2009) that includes teacher-led guided

reading, repeated oral readings, and wide independent reading also appears to be beneficial.

Firstly, teachers should encourage students to re-read books until they achieve fluency.

As children re-read familiar texts, they can devote more effort to efficient hand and finger

movements, further enhancing reading speed. Secondly, variations of repeated reading methods

can include taped readings, paired readings, and the self-charting of fluency gains by the student.
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Each of these methods, though not validated for use with users of braille, has been demonstrated

to build fluency in print readers (see Kuhn & Stahl, 2003, for a review of the literature

supporting these instructional strategies). Teachers should monitor their student’s fluency

development, and, when a child’s reading progress stalls, teachers may need to alter the

intervention, increase the instructional intensity, or both.

Parents and caregivers can also support children’s fluency development. Several easy

strategies for guiding the braille reader toward fluency can be used. For example, an adult or

older sibling can read aloud to the child and provide an example of how fluent reading sounds.

Or, books on tape can be used and the child asked to follow along in the text. Having the child

practice reading the same list of words, sentences, or short passages several times also builds

fluency. Another activity that can be used at home is echo reading. Here, the adult reads a

phrase, sentence, or paragraph aloud. The child reads the same phrase, sentence, or paragraph

afterwards, like an echo. It is important to set aside time for reading practice every day; even a

few minutes a day can help develop fluency (Elish-Piper, 2010). Finally, keep books around that

the child enjoys for re-reading. He or she can practice reading a simple book to share with a

younger sibling or another young child.

Our understanding of fluency for braille readers is only beginning to take shape. The

need for well-designed, rigorous research in this area is urgent. Only then can those who provide

braille instruction be assured access to a body of best practices, giving students with visual

impairments the opportunity to reach their potential as readers.

DATA ANALYSIS
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By recording the quality of the students towards reading Braille, the strategies should

have a big significant effect to the reading comprehension of the students. Students should have

improve their fluency in reading Braille. Oral reading exercises should have improve the

students’ ability to understand and communicate appropriate words related to the topic. Also,

students should become more active and participate on class and expressive during lessons.

The attitude of the students towards reading also has an impact when they are exposed to

different strategies and participated through different fun games and challenges.

INTERVENTION (PLAN FOR ACTION)

Fluency interventions are purposeful instructional activities that facilitate fluency

development. Since the National Reading Panel’s meta-analysis found strong support for explicit

fluency instruction (NICHD, 2000), a large body of experimental evidence has accumulated that

explores fluency interventions for struggling print readers. The instructional strategies with the

strongest empirical base include guided oral reading with feedback and multiple re-readings of

appropriate-leveled text (Kuhn & Stahl, 2003; NICHD, 2000).

The National Reading Panel concluded that guided oral reading procedures that

incorporated feedback from teachers, peers, or parents had a significant and positive impact on

fluency and comprehension (NICHD, 2000). There are a number of effective procedures that can

be used in providing guided oral reading. For example, teacher-led guided oral reading can be

provided as part of individualized or small group instruction. This would begin with the teacher

modeling fluent reading of an appropriately leveled text, followed by a period of assisted

practice where the student re-reads the text with teacher support, and finally concludes as
FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 13

responsibility is shifted to the student to read the text independently until a desired level of

fluency is achieved (Osborn, Lehr, & Hiebert, 2003). Other methods might include partner

reading of a text—with a more fluent reader paired with a less fluent reader (Fuchs, Fuchs,

Mathes, & Simmons, 1997); or, tape-assisted reading, where a student first listens to a recording

of a fluent reader and then practices reading along (Carbo, 1981; Shany & Biemiller, 1995).

Day and colleagues (2008) examined the effects of using a research-based print reading

program modified to accommodate beginning braille readers. The Early Steps Alphabet Braille

Reading Program contains several features of guided oral reading to enhance fluency. Each

intervention session began with a segment where students re-read texts from earlier lessons. A

guided oral reading of a new book based on the child’s instructional level concluded the

intervention session. Because the participants in this study were young children, shared reading

of text and a language experience approach are also integrated into fluency-building activities.

Children author sentences in braille and re-read their sentences multiple times as part of the

intervention program. Similarly, children engage in multiple readings of target words. Word

identification fluency, a component skill of and pre-requisite to reading fluency, was a central

outcome measured in this study and improved for all five beginning braille readers.

Re-reading of text is a key feature of fluency intervention for struggling readers of

traditional print. The repeated reading method consists of having a student re-read a short text

several times until a satisfactory level of fluency is achieved. When a student meets the fluency

criterion set, a new passage is introduced and the process repeats. Since this method was

introduced in 1979, researchers have investigated numerous variations, including the effects of

modeling fluent reading, text difficulty, and student participation in goal setting and contingent

rewards for meeting the criterion.

FLUENCY DEVELOPMENT STRATEGIES: EFFECT IN THE BRAILLE READING OF CHILDREN WITH VISUAL IMPAIRMENT 14

Recent research offers promising support for the use of repeated reading methods with

braille readers. Pattillo et al. (2004) found gains in fluency after a repeated reading intervention

with five students with visual impairments, one of who used braille as the primary learning

medium. These results replicate the findings of Layton and Koenig (1998) who studied the

effects of repeated readings on fluency with four students with low vision. Pattillo and

colleagues (2004) used a modified repeated reading strategy in conjunction with computer-

assisted voice-reading software. All participants in this study demonstrated improvements in oral

reading fluency.

COST ESTIMATES

Varies on the instruments needed. The materials needed in providing first which is a

priority, the tests implied by this research. If possible, the dvd player and television for an

innovative display of lessons. Overall, this research estimates that the cost that most likely to be

needed will be less than five hundred pesos (P500.00).

PLAN FOR DISSEMINATION AND ADVOCACY

This research will be useful when we encounter children with visual impairment. Most

importantly, when a child is unfamiliar to the braille or not fluent. This research will help them

to become fluent at least and to be able to understand the way braille system works.

Let us help these children to read fluently for they don’t eyes to see. We can do this at

least in order for them to feel that they can enjoy living even if they are visually impaired.

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